ADAPTING SONLIGHT'S HOMESCHOOL WRITING UNIT TO SCAFFOLD AND REACH HIGHER ORDER THINKING

BACKGROUND INFORMATION

The following curriculum document is part of a two-step process in reviewing, analyzing and seeking to improve a middle school homeschool curriculum developed by Sonlight (2012). The first step involved reviewing and analyzing an English Language Arts micro curriculum for eleven to thirteen year olds. This step addresses the key components found to be missing from the original curriculum and adds them to a revised curriculum, specifically attention to higher order thinking utilizing Bloom’s taxonomy (1956), clear steps guiding instructors through a lesson and toward exemplars, and comprehensible outcomes

To accomplish this feat, we decided to start from what we considered an ideal curriculum for this situation – one that had a lot of direction. The Jefferson County Public School micro curriculum for seventh graders in English Language Arts fit within this framework as there is an exceptionally clear set of steps to provide public school teachers a road map to get students from writing ideas to publishing a short story. Ultimately we sought to unite the ideal
curriculum

into a format that would fit for a homeschool curriculum produced by Sonlight. In order to achieve this, we rewrote the sample curriculum from Jefferson County Public Schools as if we were Sonlight employees, taking upon as much of the values (e.g. Christian focus) within a homeschool program.

FOCUS ON THE MICROCURRICULUM

The following microcurriculum focuses on writing texts. It is a primarily instructor oriented curriculum, yet allows for opportunities of student centered work (e.g. choosing activities as optional lessons). The idea is that these lessons would fit within a larger ELA program that could also include reading literary texts. Many of the lessons were removed based upon the level of advancement or modified in order to be adapted to a homeschool environment. A homeschool environment provides certain challenges such as instructors who are often “untrained” and class sizes that are extremely small (sometimes one child) which eliminates the possibility for classroom discussion and collaboration. Instead of seeing these challenges as detriments for instruction, we sought these out and worked to turn the challenges into opportunities for a each parent/instructor to be able to incorporate culturally responsive instruction that addresses the learning needs and interests of each child.

A PEAK INTO METHODOLOGY

In order to convert
the Jefferson County Public School curriculum into a document for use by parents/instructors utilizing a Sonlight curriculum we found that it was important to incorporate direct teaching points for each lesson. By focusing on these key points, we could help alleviate the vague aspects within the ELA Sonlight (2011) curriculum we analyzed and provide additional clarity and direction for the instructor.

Other key points we addressed included staying within the value system of Sonlight, a Christian based organization. This involved incorporating examples that included either an explicit religious overtone. In addition, lessons were adjusted to geared more towards the audience and instructors utilizing the curriculum, families. Therefore, we have adjusted lessons to focus more on family life instead of the school domain. Finally, some lessons were modified to act as extensions instead of full lessons as a means of accommodating different types of learners needs. The more direct lesson could be useful for those students needing more guidance, while the extension provides additional material for students wanting more engagement with the material.

AN EXPLANATION ABOUT ASSESSMENTS

In a homeschool model assessments could be seen as less important within a homeschool model than in a public school setting where knowing and seeing the learning of students can be harder to achieve. However, we argue that even though the teacher (e.g. Mom or Dad) may be in a better situation than a public school teacher that often may have up to 35 students, the homeschool instructor and student can both benefit from having formative assessments in particular. Therefore in the following curriculum document, we have integrated multiple formative assessments or “check points” which are intended to bene

fit both the instructor and student. Formative assessments provide a useful tool for students to be able to see their own learning (Stiggins, 2002), which then in turn helps provide feedback to the parents and can change the trajectory of the instruction (e.g. more focus on one portion of the material when a student is struggling or skipping ahead in the material when a student has already acquired the specific knowledge). Providing this type of assessment, check points, and not including rigid summative assessments is also consistent with the Sonlight (2011) curriculum. Instead, the finished project, the short story, acts as the summative assessment within the curriculum document. In addition to theaccommodation activities to address different types of learning needs, the optional and extension activities also provide students both with additional rigor and also an opportunity to follow interests which can assist in maintaining learner curiosity and autonomy, both of which can be considered a component of engagement which is useful for deep learning (Moore & Kearsley, 2012).

PHILOSOPHICAL FOUNDATIONS

A curriculum document that merges Sonlight (which had room for improvement) and Jefferson County Public Schools (which needed to be adjusted to fit within
homeschool environment) ideally incorporates aspects of both within the philosophy. In order to maintain its appeal to those utilizing the Sonlight materials, it was necessary to maintain at a minimum, an implicit Christian undertone.
The religious focus was determined in our previous analysis of the Sonlight (2011) curriculum to act as “common cultural knowledge” providing a uniform curricular experience as is common in a perennialist conservative philosophy (Hlebowtish, 2005).

However, in addition to focuses on a perennialist conservative philosophy, we also sought to incorporate a philosophical foundation attending to higher order thinking as suggested within the Jefferson County curriculum. With the incorporation of varying types of assignments, choices for students which allows for a student centered curriculum, we have also utilized a progressive experimentalist philosophy. In the end, by setting out common lessons focusing on Christian values, which have opportunities for adjustment that orient the curriculum more toward the student, the following microcurriculum merges a conservative perennialist philosophy with a progressive experimentalist philosophy

RATIONALE

Considering increasing class sizes, decreasing budgets, and an emphasize on high stakes testing in American public schools, it is important that additional education options are provided for families. Homeschooling provides one such option that can help alleviate issues found in public schools while attending to family and religious values. A merged philosophy of education that incorporates higher order thinking, choice, and a common cultural curriculum can
provide an ideal educational path for a learner.

CONTENT TEKS

(13) (A): identify the details or facts that support the main idea [Informational/Expository]
(13) (C): identify explicit cause and effect relationships among ideas in texts [Informational/ Expository]
(4) Students understand new vocabulary and use it when reading and writing. [Reading/Vocabulary Development]
(13) (A): identify the details or facts that support the main idea [Informational/Expository]
(8) (A): sequence and summarize the plot’s main events and explain their influence on future events [Literary/Fiction]
(8) (B): describe the interaction of characters including their relationships and the changes they undergo [Literary/Fiction]

Goal

Students will be able to independently construct texts and critically analyze their work.

Aims

Students will be able to write a short story.
Students will be able to explain the steps to writing a short story.
Students will be able to demonstrate knowledge of each component of the story writing process.

Model Plan

Logistics:

Subject: English Language Arts
Grade: Middle school
Age(s): 12 - 14
Unit: Writing Short Stories

Notes to Mom and Dad (the instructors):

Adaptable: This unit can easily be adapted to meet the needs of the children in your home.
Varied: Lessons vary in length. Some will take 15 minutes or less; others will take several hours to complete. The length of the lesson will depend on your child's prior knowledge and the depth you want to take the lesson.
Flexible: This unit has many optional, additional, and modified components that can be incorporated based upon the needs and interests of yourchild(ren).

Materials needed:

Notebook (to be used as vocabulary journal)
Pen and paper - or - computer with printer and printer paper
Chart paper
Notecards
Shoebox
Newspaper
Pictures

Situating the Unit:

Writing This unit works best when immediately following or situated along side another unit that corresponds to reading literary texts. During this unit children should be exposed to examples of the type of writing their being asked to construct in this unit.

Overview of Story Writing:

Writing is important to know where we're going. This unit will build your child's toolbox of writing skills. Ultimately, your child will construct their own short story. Several steps are involved in writing a short story, 18 to be exact. Let's break down the steps together. Each step will have objectives and activities to help your child build that skill set.

Unit Plan: Writing a Short Story

Writing a short story is an 18-step process. Each step has an objective and subsequent lesson that accompanies it. Each lesson has extension activities and accommodations associated with it to meet your student's needs and interests.

	18-Step Plan	Objective(s)
1	Getting Ideas for Plot	Student will constructs the plot idea for short stories Student will build a bank of plot ideas
2	Mapping Ideas for Plot	Student will recognize a plot pattern in a short story. Student will use plot patterns to develop their own plot ideas.
3	Getting to Know Your Character	Student will engage in several activities designed to help them get to know the main character in their story.
4	Dividing the Story Into Scenes	Student will divide their story idea into scenes.
5	Drafting the Story	Student will draft their story.
6	Writing an Effective Lead	Student will write a good beginning for their story
7	Showing, Not Telling	Student will include specific details to develop their story.
8	Showing Action	Student will include specific details to show action.
9	Using Dialogue to Advance the Plot	Student will use dialogue to advance the plot of their stories.
10	Punctuating Dialogue	Student will punctuate dialogue correctly in their story.
11	Writing Authentic-Sounding Dialogue	Student will use dialogue that sounds like the main character in their story and punctuate it correctly.
12	Using Interior Monologue	Student will use interior monologue to show what the character is thinking.
13	Exploding the Climax	Student will “explode” the climax of their story.
14	Concluding the Story	Student will write an effective conclusion for their story.
15	Varying Sentences	Student will write sentences with a variety of lengths and structures.
16	Using Powerful Language	Student will use effective language in their story.
17	Writing a Title	Student will write an effective title for their story.
18	Editing and Publishing the Story	Student will edit and publish their story.

EXPERIENCE AND CURRICULUM EXPANDED

Step 1: Getting Ideas for Plot
Objective 1: Students will construct the “plot idea” for short stories

Story	Plot Idea
Vocabulary plot idea: a sentence or two which includes the situation, character(s), and complication for a short story. A plot idea does not solve the problem or complication; it just articulates it for the writer to develop.	Resources and Materials chart paper, notecards, shoebox, newspaper, pictures
Key Points to Lesson Success Have the student write the definition of the term ‘plot idea’ into their vocabulary journal Point out the various sections of the definition:Review the following examples then proceed with the activity Setting the scene Identifying the main character(s) Describing the problem or situation
Romeo and Juliet	Two families from Verona are bitter enemies. The daughter of one family falls in love with the son of the other family.
Cinderella	A poor girl dreams of escaping her life as a maid for her stepmother and stepsisters. Her stepmother does not allow her to attend the prince’s ball at which he will choose his bride.
Activity: Write the plot idea for each of the following stories.
Story	Plot Idea
Jesus’ birth
Moses and Ten Commandments
The Three Little Pigs
Adam and Eve
Aladdin

2. Analyze each of the plot ideas for that story, using the following questions:

Does each plot idea for this story include only the situation, character, and complication?
How are the plot ideas different?
Do any of the plot ideas tell too much?
Do any of the plot ideas tell too little?

Story	Analysis
Jesus’ birth
Moses and Ten Commandments
The Three Little Pigs
Adam and Eve
Aladdin
Note to Mom and Dad: Your child might learn best in multiple ways. Consider adjusting this lesson by providing visual, auditory, or even kinesthetic formats for plot ideas.	Checkpoint:Choose one short story that your family has read recently. Have the child write the plot idea for the story on a notecard.

Objective 2: Student will build a bank for plot ideas.

Vocabulary plot idea: a sentence or two which includes the situation, character(s), and complication for a short story. A plot idea does not solve the problem or complication; it just articulates it for the writer to develop (Sonlight, 2010).	Resources and Materials chart paper, notecards, shoebox, newspaper, pictures
Key Points to Lesson Success Review the definition of plot idea Explain that the point of this lesson is to build a bank of plot ideas for future use.
Activity# Show a picture that focuses on one of more people in a discernable setting. The picture can be a greeting card, magazine or newspaper picture, or family photo. Have your child write a plot idea for the person or persons in the picture on a notecard. Review the notecard together discussing the how the idea could be developed into a good story or where it might need additional support. Have your child revise the story, if needed. Place the notecard in a shoebox. Eventually the shoebox will be full of great idea starters. Extension Activity #1 Demonstrate how you can write a plot idea from a headline from the newspaper or magazine. Headline: Frostbite ends attempt to ski to North Pole.” Plot Idea: A woman attempts to be the first to ski to the North Pole alone. She begins to notice that her fingers and toes are frostbitten. Point out to students that it is not important that they know the details of the original newspaper story in order to make up their plot idea. For example, you could write a completely different idea for the same headline: Plot idea: Two male friends are known as daredevils and have tried a number of daring feats together during the past few years. They decide to attempt to ski to the North Pole. Halfway there, one of the men begins to notice that his fingers are frostbitten. Distribute a collection of headlines. Have student write one or two plot ideas for several of the headlines. Note: You can find headlines that might inspire story ideas in all parts of newspapers or magazines, but you may have the most success in the “news brief” columns. The “drama in real life” stories in Reader’s Digest also have headlines that can inspire story ideas. When finished, discuss which ideas would make good short stories and which ones might not develop into good stories. Collect the ideas deemed as promising and put them in the plot idea box. Extension Activity 2: Demonstrate how you can write a plot idea from the fortune in a fortune cookie Fortune: “You will be called upon to help a friend in trouble.” Plot Idea: A teenage Taco Bell employee receives a page from her best friend while working the busy dinner shift. After calling her friend, she discovers her friend is in desperate need of help. Her manager will not let her leave work. Give your child fortune cookie and have them write one or two plot ideas for the fortune(s). When finished, discuss which ideas would make good short stories and which ones might not develop into good stories. Collect the ideas deemed as promising and put them in the plot idea box. Extension Activity 3: Together, explore the house and collect things that might have an interesting “back story”: old clothes, shoes, purses, wallets, costume jewelry, a book with an intriguing inscription, a cane, ticket stubs, postcards, unusual dinnerware, a birth certificate, a diploma, etc. Demonstrate how you can write a plot idea from one or more of the props you have brought: Prop: a pressed corsage Plot idea: An unpopular girl longs to go to the senior prom, but no one has asked her. Prop: an old letter sweater Plot idea: The high school football hero is offered a scholarship to the state university, but he is afraid that he cannot pass the college entrance exam. Have your child pick a couple items and write one or two plot ideas.When finished, discuss which ideas would make good short stories and which ones might not develop into good stories. Collect the ideas deemed as promising and put them in the plot idea box.
Note to Mom and Dad: Your child might learn best in multiple ways. Consider adjusting this lesson by providing both visual and auditory formats for plot ideas.	Checkpoint: Let your child choose an activity and write a plot idea for the prompt.

Final Checkpoint:

Provides a chance for both the student and the instructor to see and recognize progress and room for continued growth and or support. A sample scoring guide (Jefferson, 2012) is provided below for easy reference.

Distinguished	• The story is clearly focused on a main idea. • Characters are well-developed with depth and complexity; the reader can see the characters’ appearance, thoughts, actions, behavior through rich, engaging, and/or pertinent details. • Dialogue sounds authentic and advances the plot. • Plot is carefully, subtly organized and developed with depth and complexity. • Lead and conclusion are intriguing. • Sentences enhance the effect of the story. • Language is rich and precise. • The story contains no patterns of errors in spelling, punctuation, and capitalization.
Proficient	• The story is focused on a main idea. • Characters are well-developed; the reader can see the characters’ appearance, thoughts, actions, behavior. • Dialogue sounds authentic and advances the plot. • Plot is logically organized and well-developed. • Lead and conclusion are effective. • Sentences are controlled and varied. • Language is effective and acceptable. • The story contains few errors in spelling, punctuation, and capitalization.
Apprentice	• The story shows evidence of a main idea but has some lapses in the focus. • Characters are unelaborated; the reader can not always see the characters’ appearance, thoughts, actions, behavior. • Dialogue sometimes sounds stilted or simplistic; some of the dialogue gets in the way of the plot. • Plot has lapses in organization; parts of the plot are unelaborated. • Lead and conclusion are simplistic or tacked on. • Sentences are simplistic and/or awkward. • Language is simplistic and/or awkward. • The story contains some errors in spelling, punctuation, and capitalization that do not interfere with communicating the idea.
Novice	• The story shows little or no evidence of a main idea. • Character development is limited; the reader can rarely see the characters’ appearance, thoughts, actions, behavior. • Dialogue usually sounds stilted or simplistic; most of the dialogue gets in the way of the plot. • Plot has weak or random organization; most of the scenes consist of only a few sentences. • Lead and conclusion are ineffective. • Sentences are incorrect and/or ineffective. • Language is incorrect and/or ineffective. • The story contains many errors in spelling, punctuation, and capitalization that interfere with communicating the idea.

REFERENCESIncluded below are explanations of each references intended to supply additional utility for other educators and/or curriculum designers

Bloom, Benjamin S. (1956). Taxonomy of educational objectives. Boston: Allyn and Bacon.
- Provides an in-depth exploration of Bloom's taxonomy. This helped shape our understanding of higher order thinking.
Hlebowitsh, P. S. (2005). Designing the school curriculum. Boston: Pearson
- Hlebowitsh outlines the key components of curriculum design and implementation. The structure and components of the curriculum were influenced by Hlebowitsh's exploration of effective curriculum design.

Jefferson County Public Schools (2012). Jefferson County Public Schools. Retrieved April 4, 2012, from http://www.jefferson.k12.ky.us/
- The Jefferson County Public School http://www.jefferson.k12.ky.us/corecontent

Moore, M. G., & Kearsley, G. (2012). Distance education: A systems view of online learning (Third ed.). Belmont, CA: Wasdworth Cengage Learning.
- Moore and Kearsley provide a foundation for understanding concepts of distance education for working with children through adults. Their textbook neatly organizes and outlines key ideas for integration and reference for those interested in studying, evaluating, teaching, or creating distance education environments.
Sonlight (2012). Sonlight: The way you wish you had been taught. Retrieved April 11, 2012, from http://www.sonlight.com/.
- Sonlight is a homeschooling curriculum. The curriculum is a fully comprehensive curriculum intended to give students are complete education from kindergarden through high school. The curriculum is focused on christian values and principals.

Stiggins, R. J. (2002). Assessment crisis: The absence of assessment FOR learning. The Phi Delta Kappan, 83(10), 758-765.
- Stiggins is known in the field of assessment and evaluation as a key contributor to addressing concepts for learning. This work helps lay out an explanation of the ways in which assessment can be utilized, in particular a distinguishing between summative and formative assessments within courses.

Homeschooling Group (Anna and Holly)